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Additional Research

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We have selected journal and conference articles, books, and serial publications on matters related to accreditation. Most of these articles include reference sections that can extend research of accreditation to greater breadth and depth.

Articles

  • Benvenuto, Mark, "Educational Reform: Why the Academy Doesn't Change," The NEA Higher Education Journal: Thought and Action, Fall 2002.
    The author, a member the chemistry and biochemistry faculty of the University of Detroit Mercy, explains why the pace of change is so slow in academia. The traditional lecture persistently holds the stage as the primary instructional method despite the availability of many innovative ways to improve teaching and facilitate learning. The paper would be a useful resource for an institution beginning the self-study phase of the accreditation process, wherein this institution would be attempting to move toward more interactive modes of teaching.
  • Dickson, Robert C., "The Need for Accreditation Reform," The Secretary of Education's Commission of the Future of Higher Education, Fifth in a series of Issue Papers, n.d.
    This paper begins with six different definitions of accreditation and then distinguishes between its two major purposes: institutional and public. Currently, the institutional interests have been receiving the lion's share of attention, at the expense of accreditation's public purposes. The author cites many specific problems with the current state of accreditation in the US-from a slipping the the ranks of academic achievement to increased pressure on volunteers and faculty members to fulfill accreditation responsibilities. He then provides some specific suggestions for accreditation reform, culminating with a call for the legislative establishment of a Nation Accreditation Foundation.
     
  • Dodridge, M., "Convergence of Engineering Higher Education - Bologna and Beyond," Proceedings of the Ibero-American Summit on Engineering Education," n.d.
    The major milestones in European accreditation from the Washington Accord in 1989 through SARTOR4 in 2003 are outlined in these conference proceedings. The paper provides a useful table of the key points of the Bologna Accord and discuss models and benchmarks for engineering education currently used in the UK. Outcomes-based assessment as a measurement tool for real learning is also discussed.
     
  • Felder, Richard M. and Rebecca Brent, "Designing and Teaching Courses to Satisfy the ABET Engineering Criteria," Journal of Engineering Education, 92(1), 7-25 (2003)
    This paper provides (1) an overview of accreditation, including discussion of accreditation terminology, (2) advice on developing objectives and assessments methods, particularly in reference to ABET Criterion 3a - 3k (learning outcomes), (3) useful analyses of instructional methods, and (4) a strategy for designing and integrating learning activities so that they achieve a sufficient standard to satisfy the ABET criteria. The five appendices would be of use to anyone wanting more specific information relating to the above issues.
     
  • Jurado, F. et al., "A Review of the Accreditation Bodies and Processes in Europe. A Vision from Engineering," 35th ASEE/IEEE Frontiers in Education Conference, Oct. 19-22. 2005, Indianapolis, IN.
    This paper describes how the EU countries worked together to create a "European Higher Education Area" through which "mobility, employability, and competitiveness" would work to the advantage of engineering students and professionals, as well as the educational institutions that serve them. The paper provides a useful overview of the key accreditation accords, along with an ananysis of the main achievements of European Network for Quality Assurance (ENQA) and the European Consortium for Accreditation (ECA).
     
  • National Systems of Engineering Education, QA and Accreditation. Ed., Giuliano Augusti, Editor, TREE - Teaching and Research in Engineering in Europe, Special Interest Group A5.
    This paper is a useful multi-author compendium of descriptions of the current state of accreditation efforts in 31 European countries of the 46 members of the European Higher Education Area. Quality assurance, accreditation, and recognition procedures compose the central focus. This work described at length "a pan-European scheme" for the accreditation of engineering education, proposed by the EUR-ACE project and tentatively implemented by ENAEE (European Network for Accreditation of Engineering Education. It is intended to be updated regularly, so it can be a most useful source of specific and current information on accreditation in the EU.
     
  • Owen, Norman, "Accreditation and Assessment in the School of Engineering," Assessment Newsletter, SFSU, Fall 2001.
    This article would serve as a good source for outcomes assessment, a difficult process at best. The author attributes the success of the assessment process at SFSU to "the extraordinary group effort of the faculty, the information . . . gathered from other universities, and . . . [an] early start on preparations." Another good practice recommended is continuous work every year so that the university will be well prepared for the next accreditation board visit. The extra cost in faculty effort yields significant benefits: an improved curriculum, better student services, and increased responsiveness to potential engineering employer needs.
     
  • Patil, Arun S., and Zenon J. Pudlowski, "Important Issues of the [sic] Accreditation and Quality Assurance and a Strategy in the Development of an Accreditation Framework for Engineering Courses," Global J. of Engng. Educ., Vol. 9, No. 1, (Australia), 2005.
    This paper stresses the growing need for "an open-ended, well-structured accreditation model" to assure quality in engineering courses and programs. The authors present a quick overview of international accreditation: the USA and Europe, the Asia-Pacific region, Canada, South Africa, and Hong Kong. They outline accreditation and assessment methodology, including some current problems with current models, and then discuss their on-going research on the development of a "flexible, transparent, and user-friendly" scientific model for accreditation.
     
  • Van Damme, Dirk, "Accreditation in Global Higher Education. The Need for International Information and Cooperation." Memo for the Commission on Global Accreditation of the International Association of University Presidents, May 2000.
    A pragmatic definition of accreditation is offered, and the developing approaches, external effects, benefits, and rationales of quality assurance are discussed. This document also provides a short overview of accreditation progress in the US and the EU, pointing out how, although national developments are uneven, they are starting to converge. It stresses that an increased exchange of "ideas, concepts, and experiences" will be necessary if any progress toward the internationalization of education will be made. The memo also lists a very useful set of organizations from Europe and other parts of the world, along with their websites, which are involved in actions and initiatives pertaining to accreditation and its impact on global higher education.

Books

  • Accreditation and Evaluation in the European Higher Education Area, Eds., Stefanie Schwartz and Don F. Westerheijden. The Netherlands: Springer, 2007. ISBN 1-4020-5537-4
    This book treats quality assurance and improvement in teaching and research in the higher education systems in Europe. An in-depth analysis of accreditation and evaluation for each of twenty countries is presented. The editors also provide a synopsis of the major trends in quality assurance across Europe and compare and contrast the various ways that accreditation has evolved and is now becoming a steering mechanism for higher education in the European Union.
     
  • Assessing Quality in European Higher Education Institutions: Dissemination, Methods, and Processes, ed. Chiara Orsingher. New York: Physica-Verlag, 2006. ISBN 3-7908-1659-0
    "European higher education institutions are facing . . . [demands for] more transparency, accountability, comparability, and legitimacy of degrees." Most "universities have responded by implementing quality assurance processes, either through evaluation or through accreditation."

    This book, a collection of case studies, is a good source for information on accreditation in Finland, France, Germany, Italy, the Netherlands, Spain, the United Kingdom, and Sweden.
     
  • Gates, Susan M., et al. Ensuring Quality and Productivity in Higher Education: An Analysis of Assessment Practices. San Francisco: Jossey-Bass, Inc., 2002. ISBN 0-7879-5840-9.
    This study examines the various approaches to assessing quality in education, training, and professional development, and presents a broad overview of how assessment processes are applied in the U.S. and throughout the world. It contains four assessment models and six useful appendixes concerning (a) development and training; (b) the academic audit; (c) higher education boards; (d) the balanced scorecard, a technique for self-assessment; (e) student competencies, and (f) on-line sources.
     
  • How Accreditation Influences Assessment, Eds., James L. Ratcliff, Edward S. Lubinescu, and Maureen A. Gaffney. San Francisco: Jossey-Bass, Inc., 2001. ISBN 0-7879-5436-5.
    This publication focuses on the self-study phase of the accreditation process. It describes the shift from standards-based accreditation to a system based on student outcomes. It also addresses the assessment of distance learning programs, teacher education, revision of accreditation standards, public involvement in the accreditation process. It concludes with a chapter on self-study as a means to help an institution achieve strategic change.
     
  • Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement, Eds., Amy Driscoll and Diane Codero De Noriea. Sterling, Virginia: Stylus Publishing, 2006. ISBN: 1-57822-175-0.
    This book describes a participatory approach to accreditation used at CSU, Fresno. This an in-depth description of how a focused accreditation process works, going beyond minimum expectations and providing measurable improvements in student learning. Adopting an outcomes-based approach closely linked to strategic planning, the faculty, administrators, and students all collaborated in setting goals and priorities, selecting them in accord with themes that would reflect "the nature and direction of the university and its major challenges." The outcome is a set of well-documented and practical strategies and guidelines for setting up and conducting an effective accreditation process.

Serial Publications and Other Resources

  • ABET , the site describes a US accreditation body, engaged in accreditation of programs in engineering, computing, applied science, and engineering technology. The site includes a listing of all accredited programs, a range of resources, publications, guidance on the assessment and accreditation processes, and many other useful features.
  • CHEA Research and Publications, a site of the U.S. Council for Higher Education Accreditation provides a wide range of accreditation guidelines, fact sheets, scholarly papers, conference reports, advisory statements, meeting summaries, and links to the CHEA Chronicle from 1998 to the present. This site also offers links to the six US regional accrediting agencies, links to various specialized and professional accrediting organizations as well as Inside Accreditation , a publication of news and commentary from the CHEA President to presidents and chancellors of CHEA member institutions.
     
  • ED.gov, a site sponsored by the U.S. Department of Education offers a source of issue papers, education statistics and information of programs designed to promote student achievement and preparation to compete in a global marketplace. Commission reports on accreditation are also available.
     
  • EUR-ACE : Accreditation of European Programs, provides a rich source of information on EU accreditation: goals, standards, organizations, and research. Overviews of the mission and objectives of the formal partners, such as FEANI, CESAER, ASIIN, along with contact information, is also included on this site.
     
  • Inside Higher Ed, an online source for news, opinion and commentary articles, features, columns, blogs, and job postings for all of higher education, offers some articles on accreditation.